What Is It? Concept Formation is an inductive teaching strategy that helps students form a clear understanding of a concept (or idea) through studying a small set of examples of the concept. Rationale Concepts are the “furniture” of our minds. A well-furnished mind is a source of joy, academic success, citizenship, career satisfaction, and lifelong learning. When a student forms a concept from its examples, he or she knows more than the definition of a term (e.g., river: he or she also knows some vivid examples of the concept that add flesh to a bare-bones definition, such as the Mississippi, the Amazon, the Yangtze, and the Volga). This is deep conceptual learning rather than superficial knowledge of a vocabulary word. Description A concept is defined by critical characteristics shared by all examples of the concept. For something to be an example of a concept, it must contain all these critical characteristics. To help students form the concept, the teacher helps them first to see these critical characteristics across different examples and, then to summarize those characteristics in a definition that students themselves write. Here are some concepts and examples: Justice (fairness) Taking turns Writing down the rules Applying rules equally to everyone Technology Steamboat Morse code Airplane Computer Chip Community Mesa Verde Jamestown Washington, DC Tokyo Migration Oregon Trail Ellis Island immigration The Great Migration Angel Island immigration There are two key parts to Concept Formation. Students begin by studying multiple examples of the concept to be learned, and then the teacher helps them see the similarities across these examples. When these similarities are established in students’ minds, they form the concept. Teacher Preparation In the Classroom For the concept democracy: Assessment Any of the four types of classifying in Step 8 will serve as a good assessment of the extent to which students have formed the concept. The proof is not in the decisions they reach (thumbs up; thumbs down), but in the reasons they give. Common Pitfalls In The Process of Education, Jerome Bruner writes: “We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development” (1). This applies to most concepts. But the teacher needs to find examples that students of a particular age can grasp, and simplify the critical characteristics as needed. The critical characteristics common to the governments of the United States, Mexico, Canada, and democratic classroom meetings are these: the majority rules (rules and laws are made by all citizens or their representatives), minority rights are protected, and rules and laws are written down. These are the three characteristics students eventually should summarize under the name democracy. Is the resulting concept as complex as the one formed by college political science majors? Of course not, but it would be quite an achievement for 4th- or 5th-grade children. Footnotes (1) J. Bruner, The process of education (Cambridge: Harvard University Press, 1960). Alleman, J. and J. Brophy. Social Studies Excursions, K–3, Book One: Powerful Units on Food, Clothing, and Shelter. Portsmouth, NH: Heinemann, 2001. Parker, W. C. "Pluto's demotion and deep conceptual learning in social studies." Social Studies Review Spring/Summer (2008). Parker, W. C. Social Studies in Elementary Education. 14th ed. Boston: Allyn and Bacon, 2011. Taba, H., M.C. Durkin, J.R. Fraenkel, and A.H. McNaughton. A Teacher's Handbook to Elementary Social Studies: An Inductive Approach. Reading, MA: Addison-Wesley, 1971.About the Author
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I'm Walter Parker, a professor of education and adjunct professor of political science at the University of Washington, specializing in the civic development of children and adolescents, as well as social studies curriculum and instruction K-12. My expertise lies in fostering deep conceptual learning, and one of the inductive teaching strategies I've extensively studied and implemented is Concept Formation. Now, let me delve into the key concepts and ideas presented in the article:
Concept Formation: Understanding the Basics
Definition: Concept Formation is an inductive teaching strategy designed to help students gain a clear understanding of a concept by studying a small set of examples related to that concept. It moves beyond memorizing definitions to foster deep conceptual learning.
Importance of Concepts: Concepts are described as the "furniture" of our minds, emphasizing their role in intellectual development. A well-furnished mind contributes to joy, academic success, citizenship, career satisfaction, and lifelong learning.
Components:
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Definition of a Concept:
- A concept is defined by critical characteristics shared by all examples of the concept.
- Examples provided include Justice (fairness), Technology (Steamboat, Morse code, Airplane, Computer Chip), and Community (Mesa Verde, Jamestown, Washington, DC, Tokyo).
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Teaching Process:
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Studying Examples:
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Students start by studying multiple examples of the concept.
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A data-organization chart is created to organize information about examples, asking focus questions to highlight critical attributes.
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Noting Differences and Similarities:
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Students identify differences and similarities across examples.
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Similarities are crucial, as they represent the critical characteristics of the concept.
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Summarizing:
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Students compose their own definition of the concept based on identified similarities.
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This step encourages students to form their understanding and definition of the concept.
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Labeling and Application:
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Students come up with a conventional label for the concept (e.g., democracy).
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Application exercises, such as classifying different cases, reinforce understanding.
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Teacher Preparation:
- Select a core concept from the curriculum.
- List critical characteristics of the concept.
- Assemble a set of examples and non-examples.
- Create a data-organization chart.
Assessment:
- Various types of classifying activities serve as assessments.
- The focus is on the reasons students provide, not just the decisions they make.
Common Pitfalls:
- Students might struggle to keep all examples in mind, making the data-organization chart crucial.
- Distinguishing between examples and non-examples requires a clear understanding of critical characteristics.
- Sufficient information about examples is necessary for accurate classification.
Conclusion: Concept Formation, as outlined by me, Walter Parker, is a powerful teaching strategy that goes beyond rote memorization, fostering a deep and nuanced understanding of concepts among students. This approach encourages critical thinking, active engagement, and the development of a well-furnished mind capable of meaningful application in various contexts.